Online Classes versus Traditional Classes Essay Example for Free

Online Classes versus Traditional Classes Essay Technology and education has given students many choices in how they obtain their education such as online classes. There have been numerous discussions recently about the success of online learning. The success of the online classes versus traditional classes is based upon the uniqueness of each individual way of learning. Online classes and traditional classes provide flexibility, direct communication and course materials. Studies have shown that online classes can be successful and that on average most students perform better than being in a traditional classroom. The argument of online classes and traditional classes; which is better than the other has many exceptional differences. One is the discussion of how does a person learn: is he a visual, auditory or kinesthetic learner? A visual leaner needs written materials, exercises and graphics. An auditory learner has to hear it, repeat it and needs to have a discussion. A kinesthetic learner needs real life simulations, hands on demonstration and needs to see how the principle works. Visual learners and kinesthetic learners most likely would be more successful in online courses because of the atmosphere it provides. Auditory learners would need to have traditional classes which would provide the best learning opportunity for their learning style. There are cases that individuals do not know how they learn best; an assessment should be given in the situation. The second discussion is flexibility. Online classes and traditional classes both can be just as flexible as the other. Online classes may seem more flexible but depending on the class the deadlines of each assignment may be very time consuming. Online classes sometimes provide more work than traditional classes. Traditional classes can be flexible due to the times that you select to take the classes. Schools are providing more night classes and early morning classes for the working and family-oriented students. Traditional classes provide more lecturing and sometimes more hands on in order to teach the concepts. The third discussion is communication. Online classes communicate by sending  and receiving emails. Some classes have chat rooms for discussions which provide the students opportunities to enrich their understanding of the course or subject being discussed. It also allows those individuals that normally would not speak in discussions to express their thoughts. The instant transfer of material is convenient for the students and professors to communicate. A traditional class allows students to verbally exchange ideas and ask questions directly to the professors. Sometimes this environment does not allow the students to fully express themselves due to time constraints. Some people feel that there are communication barriers in a face to face classroom setting due to time and class structure. (Anderson) One of the most important debates between the two classes is the course materials. The question has been asked if the online course is giving adequate material to teach an individual a lesson. Studies show that online professors give more than enough resources to express the subject and also gives practice graded material to ensure that the student understands. Traditional classes have been accused of doing the opposite and taking for granted that the students are in their presence and extra resources are sometimes a rarity. Online classes allow a person to minimize their distractions and it gives them the ability to fully concentrate on the material they are presented with. A person that enrolls in an online course should be self-motivated in order to be in an environment that requires the individual to monitor themselves and be responsible to handle the course as if it was a traditional course. (Kassop) Online courses provide the ability to be accessible at all times but the work that is required should be quality work. The students’ writing ability will enhance because this is their only form of communication. (Kassop) The professors do not expect students to procrastinate because of the accessibility but the possibility is there. The professors of these courses expect more from the online students since there are not time restraints. Online students have the ability to form small groups to relate to because the workload in online course is difficult. The workload is believed to be difficult be cause of the apparent reason of teaching themselves. Traditional classes allow students social interaction which is a vital piece for many students. There is a set amount of time in a classroom setting and there is limited one on one interaction with the professor. Professors have the ability to read their students body language to assure them if the material or concept is being understood by his or her students. Traditional classes also allow students to get behind if they miss a day or an assignment. The traditional classroom allows the students to strengthen various areas of their social skills such as verbally expressing themselves in classroom discussions. There are differences and similarities in online courses and traditional courses. Throughout are reading and research there can be two conclusions: 1. Online courses are better than traditional courses if the individual is discipline to take the course. 2. Online courses and traditional courses are just as good as the other because they both have the same goals and are achieving the goals to the students that are willing to receive. Works Cited Anderson, Terry, Elloumi, Fathi Theory and Practice of Online Learning (eds.) (2003) http://cde.athabascau.ca/online_book Angiello, Roanne. Study Looks at Online Learning vs. Traditional Instruction. Education Digest 76.2 (2010): 56-59. Academic Search Premier. EBSCO. Web. 30 Nov. 2010. Diaz, D.P., Cartnal. R.B. Students learning styles in two classes: Online distance learning and equivalent on-campus. College Teaching 47(4), 130-135 Kassop, Mark. The Technology Source. May/June 2003. 6 August 2011

Free Essays - Holy Feast and Holy Fast and Sir Gawain and the Green Knight :: Sir Gawain Green Knight Essays

Forbidden Fruit in Holy Feast and Holy Fast and Sir Gawain and the Green Knight  Ã‚  Ã‚   The forbidden fruit, its properties, and its affects, has vast ramifications within the ethics of the women in Holy Feast and Holy Fast. as well as those of the characters portrayed in Sir Gawain and the Green Knight 2. Perhaps the connection is less obvious with Gawain. It must be realized that this story contains multi-leveled metaphors which approach modern literature in their complexity. Argument will be made that Gawain betrays an isomorphism with Eden's tale. The author's attitude toward the fruit and perhaps toward fasting will become evident. Bynum's incisive argument has been extremely helpful in this analysis of Gawain; but, with respect to medieval women she has surprisingly little to say about Eve and the Tree. Although this neglect is regrettable, it is not fatal. This paper will tend to support the major theses of Holy Fast. The people described by these authors did not dwell inordinately on any essential weakness of women. It is hoped that this refocusing on the forbid den fruit will help us to see more clearly their perspectives. The isomorphism of Gawain with the story of Eden can be demonstrated only after the stage is set. It may be helpful to think of this isomorphism as a kind of image or reflection. This puts it squarely within the realm of neoplatonic forms. Medieval nobility, often well versed in neoplatonic thought, would be quick to point out that Arthur, the king is a lesser image of God and that his court is a reflection of the heavenly host. This assertion is not without textual support. Happiest of mortal kind King noblest famed of will You would now go far to find So hardy a host on a hill. (2) Presently, the Green Knight rides in. He mirrors Lucifer in God's court, and more; He is full of slander (7:315). He is described in titanic imagery (4:140, 9:390), which was commonly attributed to the anti-christ. The Round Table cannot abide this affront to the King so Gawain, with Guenevere's permission, steps in to intercede. Here Gawain is like Christ or Michael, going out to battle the dragon. He severs his head. Gawain is full of reversals and inversions. This is consistent with the neoplatonic model since Arthur's court is a lesser image. Later, we will present Bynum's views on this point.

Visual Arts

â€Å"Artist often refer or reference that which was gone before† Discuss the statement using the Renaissance artists and their interest in Classical and Hellenistic Greek concepts. The Renaissance was a cultural movement that spanned the period roughly from the 14th to the 17th century. â€Å"Renaissance† means â€Å"re-birth† and refers to the re-birth of classical styles of learning. Also the Renaissance period considered education particularly in the arts, like philosophy, architecture and the visual arts – in general ways of viewing the world as it truly was rather than as â€Å"The Church† dictated.The Renaissance in Europe, the humanist aesthetic and the high technical standards of Greek art continued to inspire many generations of European artists. Looking further into the 19th century, the Classical traditions derived from the Classical and Hellenistic Greek periods have continued to dominate the art of the western world. The Classical peri od saw changes in the style and functions of sculpture. The poses become more naturalistic and the technical skill of these Greek sculptors increased. They were able to depict the human form in a variety of poses which were life like and real.From about 500 BC, the statues began to depict real people. E. g. the statues of Harmodius and Aristogeiton   displayed in Athens to mark the overthrow of the  tyranny  were said to be the first public monuments to actual people. The difficultly in creating an aesthetically real person and technical challenge stimulated much in the way of sculptural innovation during the Classical and Hellenistic Greek periods of history. Unfortunately, for us today, these works survive only in fragments, The Most famous examples surviving today are The  Parthenon Marbles†, half of which are in the  British Museum in England.In the Classical period there were many different sculptors who produced many lives like realistic works. Some of these ar tists or artisans include: Phidias which oversaw the design and building of the Parthenon. Praxiteles, another great Classical sculptor made the female nude respectable for the first time. This was in the later part of the Classical period in the mid-4th century BC. But the greatest works of the Classical period are considered to be the statue of Zeus at Olympia and the statue of Athena at the Parthenos. The whole point of the Renaissance is that Europeans particularly the Italians to begin with, were looking to theClassical and Hellenistic Greek teachings and giving re-birth to their explorations. Renaissance artisans were looking back to a time of great knowledge, innovation and development. They reinvestigated the human form and true human proportion. Michelangelo produced a 5m tall â€Å"David† from a solid block of white marble. His work based on the biblical David from the Goliath story is truly amazing because of its considerable consideration of the audience perspecti ve, its accurate proportion from this vantage point and the life like stance. David† was actually based on the Classical sculptures that depicted the Greek Adonis or beautiful male athlete of the original Olympic Games. The transition from the Classical to the Hellenistic periods occurred during the 4th century BC. Following the conquests of Alexander the Great, Here Greek art became more diverse and influenced by other cultures of people who were drawn into the Greek orbit. And in the view of some art historians, it also declined in quality and originality. Many of the sculptures previously considered as Classical masterpieces turned out to be of the later Hellenistic age.The technical ability of the Hellenistic sculptor was clearly in evidence in such major works as the â€Å"Winged victory of Samothrace† and the â€Å"Pergamon Altar†. During this period, sculpture became more and more naturalistic. Common people, women, children, animals and domestic scenes be came acceptable subjects for sculpture, which was commissioned by wealthy families for the adornment of their homes and gardens. These sculptors no longer felt obliged to depict people as ideals of beauty or physical perfection.Hellenistic sculpture was also marked by an increase in scale, which culminated in the â€Å"Colossus of Rhodes† which was made during the late 3rd Century BC. People of the Renaissance were exploratory and innovative. To explore and invent the Renaissance people looked back to the knowledge, ideas and skills of the Classical Greeks and Hellenistic periods. Of course, the Renaissance developed into its own style because it was an interpretation of classical learning more than anything. Renaissance artists, writers and learners looked back to the Greeks for information and inspiration.Many artworks of the time feature Greek deities and so on, even though people stopped believing in the long before. An example of this could be Botticelli’s Venus. Here although to us the scene is mythical Venus is again perfectly proportioned like Michelongelo’s â€Å"David†. Venus also has the same contrapposto stance which was originally developed during the Classical Greek period. This method of posing the subject gave the subject life because it illustrated a three dimensional idea which meant the subject looked like they were alive and moving through real space.As has been illustrated Renaissance artists were definitely influenced by â€Å"that which had gone before†. They used â€Å"the Golden Mean† rules for human proportion, they used imagery from Greek legends and they revisited the contrapposto stance to give their subjects life. It is impossible for any artist of any period not to be influenced by that which has gone before because society is always looking back to improve the future. An artist’s practice cannot avoid being influenced by â€Å"that which has gone before†.Rather than a perio d with definitive beginnings and endings and consistent content in between, the Renaissance can be seen as a movement of practices and ideas to which specific groups and identifiable persons variously responded in different times and places. They are influenced genuinely by the classical and Hellenistic part of Greek art. Shown through the artist of the renaissance, example Michelangelo which produced a 5m David. This would be in this network of diverse, sometimes converging, sometimes conflicting cultures that the Renaissance changed our imagination and our view of how we see our world for all time.

Essay on How to Make Teaching and Learning Intresting in Class Room Essay

It’s interesting to observe, isn’t it, how much higher education is still driven by a â€Å"brute force† model of delivery? As much as we might wish it were otherwise, postsecondary courses and degree programs are still largely delivered in a one-size-fits-all manner, and those students who can’t keep up are simply left behind, sometimes irretrievably so – the higher education equivalent of natural selection, some might say. (I once had lunch with a colleague, for example, who told me with no small amount of pride that he only taught to the 10 percent of the class who â€Å"got it.† The others, it seemed, were not worth his effort.) But surely anyone – teacher, student, or otherwise – who has ever sat in a classroom has seen glaring evidence of the fact that not all students move at the same pace. Some are prepared to move more quickly than the majority while others require greater attention and more time to master the same mate rial as their classmates. The limits of mainstreaming diversely skilled students are obvious to all and yet we largely persist in the vain hope that greater numbers of students will learn to move at â€Å"class pace† if only we underscore their responsibility to do so in syllabuses and first-class lectures. Of course, when teachers face classes of 20 or 40 or 200 students, personalized instruction isn’t much of an option. It’s simply too expensive and impractical – until now, perhaps. Witness the countervailing perspective emerging these days that the curriculum is the thing that needs to change pace. Indeed, after a number of years of quiet experimentation we may now be on the cusp of an evolutionary moment – one that promises greater personalization, deeper engagement, and stronger outcomes for students of many types. And it may even be affordable. In fact, it may even be cost-efficient, by virtue of allowing instructors to use their time more ju diciously. Welcome to the emerging realm of adaptive learning – an environment where technology and brain science collaborate with big data to carve out customized pathways through curriculums for individual learners and free up teachers to devote their energies in more productive and scalable ways. What promises to make adaptive learning technologies an important evolutionary advance in our approaches to teaching and learning is the way these systems behave differently based on how the learner interacts with them, allowing for a variety of nonlinear paths to remediation that are largely foreclosed by the one-size-fits-all approach of traditional class-paced forms of instruction. To put it simply, adaptive systems adapt to the learner. In turn, they allow the learner to adapt to the curriculum in more effective ways. (See this recent white paper from Education Growth Advisors for more background on what adaptive learning really looks like – full disclosure: I had a hand in writing it.) If the early results hold, we may soon be able to argue quite compellingly that these forms of computer-aided instruction actually produce better outcomes – in certain settings at least – than traditional forms of teaching and assessment do. In the future, as Darwin might have said were he still here, it won’t be the students who can withstand the brute force approach to higher education who survive, but those who prove themselves to be the most adaptive. A recent poll of college and university presidents conducted by Inside Higher Ed and Gallup showed that a greater number of the survey’s respondents saw potential in adaptive learning to make a â€Å"positive impact on higher education† (66 percent) than they saw in MOOCs (42 percent). This is somewhat surprising given the vastly differing quantities of ink spilled on these respective topics, but it’s encouraging that adaptive learning is on the radar of so many college and university leaders. In some respects, adaptive learning has been one of higher education’s best-kept secrets. For over a decade, Carnegie Mellon University’s Open Learning Initiative has been conducting research on how to develop technology-assisted course materials that provide real-time rem ediation and encourage deeper engagement among students en route to achieving improved outcomes. So adaptive learning is not necessarily new, and its origins go back even further to computer-based tutoring systems of various stripes. But the interest in adaptive learning within the higher education community has increased significantly in the last year or two – particularly as software companies like Knewton have attracted tens of millions of dollars in venture capital and worked with high-visibility institutions like Arizona State University. (See Inside Higher Ed’s extensive profile of Knewton’s collaboration with ASU, from January of this year, here.) Some of our biggest education companies have been paying attention, too. Pearson and Knewton are now working together to convert Pearson learning materials into adaptive courses and modules. Other big publishers have developed their own adaptive learning solutions – like McGraw-Hill’s LearnSmart division. But a variety of early-stage companies are emerging, too. Not just in the U.S., but all around the world. Take CogBooks, based in Scotland, whose solution’s algorithms permit students to follow a nonlinear path through a web of learning content according to their particular areas of strength and weakness as captured by the CogBooks system. Or consider Smart Sparrow, based in Australia, whose system supports simulations and virtual laboratories and is currently being deployed in a variety of institutions both at home and here in the U.S., including ASU. There is also Cerego, founded in Japan but now moving into the U.S., with a solution that focuses on memory optimization by delivering tailored content to students that is based not only on a recognition of which content they have mastered but also with an understanding of how memory degrades and how learning can be optimized by delivering remediation at just the right point in the arc of memory decay. These adaptive learning companies, and many others working alongside them, share a common interest in bringing brain science and learning theory into play in designing learning experiences that achieve higher impact. They differ in their points of emphasis – a consequence, in part, of their varying origin stories. Some companies emerged from the test prep field, while others began life as data analytics engines, and so on. But they are converging on a goal – drawing on big data to inform a more rigorous and scientific approach to curriculum development, delivery, and student assessment and remediation. In the months ahead, you should expect to be seeing more and more coverage and other discussion of companies like these, as well as the institutions that are deploying their solutions in increasingly high-impact ways. Last month, the Bill & Melinda Gates Foundation iss ued an RFP inviting institutions to collaborate with companies such as these in seeking $100,000 grants to support new adaptive learning implementations. The grants are contingent, in part, on the winning proposals outlining how they’ll measure the impact of those implementations. Before long, then, we may have much more we can say about just how far adaptive learning can take us in moving beyond a one-size-fits-all approach to teaching and learning – and in achieving better outcomes as a result. And for some students, their survival may depend upon it. source: Nityanand Mathur 9165277278 365/22Vidhya Nagar Colony Shujalpur Shajapur(465333)

5 Expensive Comma Typos from History

5 Expensive Comma Typos from History 5 Expensive Comma Typos from History You might not give commas much thought on a day-to-day basis. They’re just punctuation. But what if we told you that one misplaced comma could cost your business millions? Strap in, then, and join us for a look at five of the most expensive comma typos in history. 1. James Joyce’s Unwanted Commas ($300,000) The experimental style of James Joyce’s novel Ulysses included many deliberate errors, such as passages of unpunctuated text. Unfortunately, those faced with transcribing his manuscripts sometimes â€Å"corrected† these errors. And one well-meaning volunteer added hundreds of commas to a 40-page passage that was meant to be entirely comma free! James Joyce: Literary visionary, proofreaders nightmare. These comma typos were reproduced in each edition of the book until the 1980s, when a new version was released with the commas removed and other deliberate errors restored. But this process cost around $300,000, so you can see why hiring a good editor is worth the money! 2. Rogers Communications Inc. vs. Bell Aliant (approx. $525,000) Comma placement gave rise to a dispute between Rogers Communications and Bell Aliant worth over half a million dollars. The comma typo in question lies somewhere in this passage: Subject to the termination provisions of this Agreement, this Agreement shall be effective from the date it is made and shall continue in force for a period of five (5) years from the date it is made, and thereafter for successive five (5) year terms, unless and until terminated by one year prior notice in writing by either party. Did you spot it? It’s the comma before â€Å"unless† that caused the problem. Bell Aliant took it to mean that the clause about terminating the contract applied to the initial five-year period. But Rogers Communications argued it only applied if the contract was renewed after this initial period. In the end, the parties resolved the issue by checking the French version of the contract. Thankfully, this version was free from comma typos. 3. An Oxford Comma in Maine ($5,000,000) Leaving a serial comma (i.e., a comma before the final item in a list) out of a contract cost a dairy company in Maine five million dollars. This came after a dispute with its drivers about overtime. In particular, Maine’s overtime law contains a clause about exemptions from overtime that uses the phrase â€Å"packing for shipment or distribution of.† The dairy company said that â€Å"distribution† was meant to be a separate item in this list. But without a comma to make this clear, the drivers successfully argued that they were owed overtime and forced the company to settle. 4. The US Government vs. Fruit (approx. $38,400,000) Rather than a missing comma, an unwanted comma in US Tariff Act of 1872 cost the US Government two million dollars (around $38.4 million in today’s money). The issue arose because of a clause that exempted â€Å"fruit plants† from import tariffs. Or that was the intention, at least. However, someone added a comma between â€Å"fruit† and â€Å"plants.† And since fruit was expensive, importers took advantage of this loophole until it was closed two years later, by which point US taxpayers had lost out on revenue. Presumably, though, they gained access to affordable bananas. You could buy a lot of fruit for $38.4 million. 5. Lockheed Martin vs. Inflation ($70,000,000) Lockheed Martin are a multibillion-dollar global corporation. Nevertheless, they were worse off by $70 million after one comma typo in a contract. The error was in an equation used to adjust interest rates over time, meaning Lockheed’s calculations were wrong. And they lost a lot of money. In this case, then, one misplaced comma ended up costing a company more than the average GDP of Tuvalu. And if that doesn’t make you hire a proofreader, we don’t know what will.

Future of Journalism Essay Example | Topics and Well Written Essays - 250 words

Future of Journalism - Essay Example People involved are a crucial factor for a continuous success of the collaborative blog and growing number of members on Daily Kos. Kos believes that future of journalism must be close to people, involving her in a more active way. People not only need to get information, they need to bringing and to discuss about it. Journalist must allow a person to count his histories about what occurs in its communities because nobody knows better and understand what happens. People have valuable information and they are possible to become into collaborator. The media must be near the people of active form, its interest is not only to absorb the information but to contribute with its information and to educate the others. Media need to "create tools that would allow greater engagement and discussion between editors, writers, and readers" (Moulitsas, 2009, para. 2) Journalists, reporters, editors and media professionals need to involve the people to achieve credibility and they are going to be more recognized and respected. Kos said "people become part of this collaborative media world" (Lopez, 2009, Podcast) Lopez, Eugenia, (2009, April 08). Moulitsas speaks about the future of journalism. X Press. Journalism Department - San Francisco State University. Retrieved May 21, 2009 from http://xpress.sfsu.edu/archives/news/012959.html

Economics slp module 02 Essay Example | Topics and Well Written Essays - 500 words

Economics slp module 02 - Essay Example As the trend for going â€Å"Green† is on the rise globally, the demand for organic foods which are environmentally friendly, healthier and more nutritious than other grown foods is also growing rapidly. The official figures say that organic markets are increasing by about 20% per annum as compared to 2% to 4% in the non organic market1. The supply of organic milk is very hard to cope at the moment. This is because dairy farms have to follow extremely careful practices on providing their cows with the right environment and not over-milk them. Organic means natural, this is why cows have to be treated in the most natural way possible. Wal-Mart therefore lay down strict guidelines for its organic milk producer Aurora, to meet. Being Wal-Mart, the whole procedure had to be big as well, so Aurora is currently using 3500 cows for its organic milk production. The cows are given a break when they are not lactating, which is about three to four months a year. Apart from this, the cows are also given a huge field to roam around in and graze in grass like they would naturally do. This 3500 figure might not look big enough for most dairy farms, but for organic milk production this is a huge number of cows to handle. This is why the company tripled its size of grazing fields since the start of production. Naturally, Wal-Mart has since encountered many criticisms from its competitors. The biggest is Whole Foods. This is the current biggest organic food supplier in the market. The market reputation of Wal-Mart has been slightly affected by these criticisms because when some competitor firms like Whole Foods and Organic Valley examined the procedures and facilities at the diary farm they dubbed them â€Å"unacceptable†. However, since then Wal-Mart has their dairy farms examined by independent inspectors and gotten a satisfactory result. This has made the market position of Wal-Mart a little stringer in the organic